Resource Room
Hearing Impairment
Characteristics：
1. Students with hearing impairment primarily rely on visual observation for learning.
2. When using hearing aids, they tend to be more sensitive to background noise, and excessive noise can interfere with their ability to receive information.
3. It is often difficult for hearing-impaired students to take notes while simultaneously listening to lectures.
4. Many hearing-impaired students hesitate to ask for clarification out of concern for inconveniencing others, resulting in missed or misunderstood information.
5. Most hearing-impaired students may choose to remain silent when unable to participate fully in group discussions.
6. Since hearing-impaired students cannot hear their own voice clearly, their speech may be unclear even though they try their best. It is important to listen patiently and offer encouragement.
Principles of Communication：
1. Speak clearly and at a moderate pace and volume. Try to avoid exaggerating lip movements.
2. When speaking, try to face hearing-impaired students and use appropriate facial expressions and gestures for the effectiveness of speechreading. They then try to guess the words being spoken, using contextual clues to help them understand what is being said.
3. Keep your mouth clear, avoid talking with them while eating, or resting your chin on your hand while speaking.
4. Use short and clear sentences. When necessary, supplement with written communication.
5. Miscommunication may occur; listen patiently and confirm key information to ensure comprehension.
Peer Support：
1. Classmates seated nearby can help by reminding hearing-impaired students of what the literature or section is during class.
2. Hearing-impaired students who rely on speechreading cannot take notes simultaneously. Sharing course notes with them is highly supportive.
3. During group discussions, peers should coordinate beforehand to establish effective communication methods.
4. Since hearing-impaired students depend on visual cues, they may misinterpret events. Explaining the context helps them understand accurately.
5. Silence does not mean disinterest for hearing-impaired students in class and social activities. Proactively encouraging and inviting them to participate in some activities.
Recommendations for Teaching：
1. As hearing-impaired students depend on visual learning, teachers are encouraged to provide written materials such as syllabi, schedules, textbooks, and assessment criteria.
2. Teachers are recommended to share references or book titles used in lectures to facilitate independent study.
3. Make greater use of visual teaching aids, such as blackboards, handouts, and videos with captions, and write key terms or new concepts on the board.
4. Preview the next topic to allow students to prepare in advance before the end of class.
5. If teachers find that hearing-impaired students struggle academically, inform the class advisor or Resource Room to arrange remedial support.
6. For hearing-impaired students, seating should be near the front and center for optimal visibility of the board and speakers’ lip movements.
7. Suggested to avoid excessive movement around the classroom and stay within a visual range of hearing-impaired students while teaching.
8. When students speak out in class, teachers are encouraged to restate their questions and responses to enhance comprehension for hearing-impaired students.
9. When using slides, ensure explanations are given in a well-lit area for clear visibility.
10. Some hearing-impaired students using FM hearing aids may provide a small microphone for teachers to wear by10cm from the mouth, the amplified sound is transmitted directly to the student’s device without affecting others.
**The video is from the YouTube channel of the K-12 Education Administration, Ministry of Education—Special Education Microfilm “Calling Youth” (Student Version) https://www.youtube.com/watch?v=tu5BvGCH0wc
**There is also a “Calling Youth” (Teacher Version). You are welcome to visit the channel to watch it.